The Impact of Classroom Evaluation Practices on Students

Crooks, Terence J.

doi:10.3102/00346543058004438

Cited by 903 publications

(462 citation statements)

References 153 publications

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“…This lack of convergence on assessment is disconcerting. Assessment is integral to the quality of learning outcomes and critical to student learning and retention (Biggs and Tang 2011, Morgan et al 2007, Crooks 1988. One explanation for the lower academic perceptions is that academics experience a smaller sample of assessment tasks than students.…”

Section: Programmatic Assessment Framework For Graduate Learning Outmentioning

confidence: 99%

Toward curriculum convergence for graduate learning outcomes: academic intentions and student experiences

Matthews

Mercer-Mapstone

2016

Studies in Higher Education

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Graduate learning outcomes in undergraduate science degrees increasingly are focussed on the development of transferrable skillsets. Research into, and comparisons of, the perceptions of students and academic staff on such learning outcomes has rarely been explored in science.This study used a quantitative survey to explore the perceptions of 640 undergraduate science students and 70 academics teaching into a Bachelor of Science degree program on the importance, the extent to which outcomes were included and assessed, the improvement and likely future use of science graduate learning outcomes. Analysis of findings shed light on potential pathways toward curriculum convergence by arguing the need for shared perspectives of academics and students on graduate learning outcomes and drawing on the planned-enacted-experienced curriculum model. Moving toward coherent curriculum planning that draws on both student and academic perspectives to achieve graduate learning outcomes is the key contribution of this study. Resulting recommendations include: the need to consider the development of each complex graduate learning outcome as distinct from other outcomes in both curricular and pedagogical approach, and the need for a programmatic framework for assessment practices to facilitate the constructive alignment of assessment with learning outcomes.

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Section: Programmatic Assessment Framework For Graduate Learning Outmentioning

confidence: 99%

Toward curriculum convergence for graduate learning outcomes: academic intentions and student experiences

Matthews

Mercer-Mapstone

2016

Studies in Higher Education

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“…This finding suggests that students in classrooms where teachers adopted a constructivist conception of learning had a negative level of test anxiety, whereas students in classrooms where teachers adopted the traditional one had a positive level of test anxiety. Hence, this finding informs that students have lower level of test anxiety in constructivist classrooms, so that measurement and evaluation methods out of formal tests and examinations are very important, resulting in low level of test anxiety in students (Crooks, 1988). Therefore, it may be suggested that students should be educated in classrooms where teachers adopt constructivist teaching-learning conception (e.g., Alsup, 2004;Baş, 2015b).…”

Section: Implications For Practicementioning

confidence: 99%

Teaching-Learning Conceptions and Academic Achievement: The Mediating Role of Test Anxiety

Baş¹

2016

IJEP

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The current research aimed at examining the mediating role of test anxiety in the relationship between teaching-learning conceptions and academic achievement. The correlation investigation model was adopted in this research. The participants of the research were volunteering teachers (n = 108) and students (n = 526) from five different high schools. For data collection, the “teaching-learning conceptions scale” (Chan & Elliott, 2004), the “Westside test anxiety scale” (Driscoll, 2007), and the “Grade point average determination form” were used. The data was analysed using hierarchical multiple regression analysis. According to the results obained, it was found that there were significant relationships amongst teaching-learning conceptions, test anxiety, and academic achievement. Furthermore, it was concluded that test anxiety mediated the relationship between teaching-learning conceptions and academic achievement significantly.

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“…Moreover, it gives the student the opportunity to practise skills and consolidate learning. Feedback allows the student to monitor their progress and develop selfevaluation and critical thinking (Crooks, 1988;Gibbs and Simpson, 2005). The effects of formative assessment in promoting self-regulated learning are well known (Nicol and Macfarlane-Dick, 2006).…”

Section: Introductionmentioning

confidence: 99%

Using Semantic Technologies for Formative Assessment and Scoring in Large Courses and MOOCs

Lancho¹,

Hernández²,

Paniagua³

et al. 2018

Journal of Interactive Media in Education

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Formative assessment and personalised feedback are commonly recognised as key factors both for improving students' performance and increasing their motivation and engagement (Gibbs and Simpson, 2005). Currently, in large and massive open online courses (MOOCs), technological solutions to give feedback are often limited to quizzes of different kinds. At present, one of our challenges is to provide feedback for open-ended questions through semantic technologies in a sustainable way.To face such a challenge, our academic team decided to use a test based on latent semantic analysis (LSA) and chose an automatic assessment tool named G-Rubric. G-Rubric was developed by researchers at the Developmental and Educational Psychology Department of UNED (Spanish national distance education university). By using G-Rubric, automated formative and iterative feedback was provided to students for different types of open-ended questions (70-800 words). This feedback allowed students to improve their answers and writing skills, thus contributing both to a better grasp of concepts and to the building of knowledge.In this paper, we present the promising results of our first experiences with UNED business degree students along three academic courses (2014-15, 2015-16 and 2016-17). These experiences show to what extent assessment software such as G-Rubric is mature enough to be used with students. It offers them enriched and personalised feedback that proved entirely satisfactory. Furthermore, G-Rubric could help to deal with the problems related to manual grading, even though our final goal is not to replace tutors by semantic tools, but to give support to tutors who are grading assignments.

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The Impact of Classroom Evaluation Practices on Students

Cited by 903 publications

References 153 publications

Toward curriculum convergence for graduate learning outcomes: academic intentions and student experiences

Toward curriculum convergence for graduate learning outcomes: academic intentions and student experiences

Teaching-Learning Conceptions and Academic Achievement: The Mediating Role of Test Anxiety

Using Semantic Technologies for Formative Assessment and Scoring in Large Courses and MOOCs

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